Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research

Autor/in	Nazari, Mostafa
Titel	Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 3, S.672-685 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nazari, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220972456
Schlagwörter	Action Research; Professional Identity; Language Teachers; Second Language Learning; Second Language Instruction; Teacher Attitudes; Knowledge Base for Teaching; Emotional Response; Role; Teacher Educators; Teacher Researchers; Diaries; Classroom Observation Techniques; Learning Problems; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Projektforschung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Emotionales Verhalten; Rollen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerforschung; Diary; Tagebuch; Lernproblem; Ausland
Abstract	Despite the accumulating body of knowledge on action research, the scope of research on teacher identity construction in action research is still limited. This study relied on the concept of identities-in-practice and examined four second language (L2) teachers' identity construction across the plan, act, observe, and reflect stages of action research. Data were collected from semi-structured interviews, reflective journals, and classroom observations. Data analyses indicated that the teachers navigated their action research identity construction through the four stages as: plan (managing the misgivings); act (initial puzzlement, subsequent adaptability, and satisfaction); observe (positive emotions and increased agency); and reflect (further initiatives, greater knowledge generation, and enhanced reflexivity). The study concludes with implications for further empirical attention to the role of emotions in teacher-researchers' action research engagement and the important role of teacher educators in assisting teacher-researchers with taking the initiative toward conducting action research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01